Instructors often write feedback on students’ proofs even if there is no expectation for the students to revise and resubmit the work. It is not known, however, what students do with that feedback or if they understand the professor’s intentions. To this end, we asked eight advanced mathematics undergraduates to respond to professor comments on four written proofs by interpreting and implementing the comments. We analyzed the student’s responses using the categories of corrective feedback for language acquisition, viewing the language of mathematical proof as a register of academic English.

Book Title

Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education

Editor

Tim Fukawa-Connelly, Nicole Engelke Infante, Megan Wawro, Stacy Brown

Publisher

Special Interest Group of the Mathematics Association of America (SIGMAA) for Research in Undergraduate Mathematics Education